Pluralization, the Key to Successful Teaching in Many Different Ways

Rana Khan Mohammed Ishaque


Different theorists have perceived learning from different perspectives. It is true that learners show diverse learning capabilities and it becomes essential that educators harness the most from this potential. This paper investigates various approaches for maximizing plural intelligences and their impact on learning styles and capabilities of learners in classes. Students perceive content differently based on their individual learning styles and preferences. This makes it imperative for teachers to consider learners not as having single type of intelligence but rather as having multiple intelligences. Educators, therefore, need to be aware of learner needs and pay attention not only to their learning styles but also to their achievements and progress in classrooms. Multiple Intelligences theory by Harvard Professor Howard Gardner in 1983 contradicted the standard approach of measuring intelligence with a single perspective. He explained that learners possess different forms of intelligences and apply them in more than one way to interpret information, solve problems and create things (Gardner, 1993). This paper emphasizes on the implementation of multiple intelligences theory in the context of teaching English as a second language. It focuses on the need to implement differentiation in offering help to learners. It also discusses different types of approaches and activities linked to those approaches to help teachers implement differentiated instruction based on multiple intelligences. While implementing this multiple approach to learning educators also need to understand the importance of creating a balance between student centric approach and teacher led approach in offering options for learning. Finally, the paper also highlights potential issues faced by educators, recommendations and conclusions about the implementation of the multiple intelligences approach.

Full Text:




  • There are currently no refbacks.

Copyright (c) 2019 Rana Khan Mohammed Ishaque

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © SCHOLINK INC.   ISSN 2573-6434 (Print)    ISSN 2573-6426 (Online)